How do you design a distance learning course via the Internet? Here's an effective 4-stage method: analysis, development, implementation and evaluation.
Free course for teachers
For teachers confined to their classrooms due to the pandemic, I offer a free online course. All the information in this article: click here.
Many companies are still reluctant to create an online course or blended learning (blended learning which combines face-to-face lessons with distance learning). How do you go about it? What steps need to be taken? And, above all, how do you hold learners' attention, given the high drop-out rate for this type of learning?
I myself am confronted with this problem as a trainer and training designer, but also as a participant in a number of training programmes. MOOCs (Massive Online Open Courses). So I'm always looking for tools and methods to improve the quality of my courses, make them more attractive to students and therefore reduce the drop-out rate.
And in the course of my research, I've come across some interesting findings that I'd like to share with you. Whether in terms of the design of the courses themselves or the methods for making distance learning more user-friendly and attractive, more " user friendly "The English expression says it all.
Today, I'd like to offer you a a four-stage method for designing distance learning courses. I didn't invent anything, it's a method suggested by Debbie Morrison on her blog Online Learning Insights. But I find it sufficiently interesting and well structured. It is, in fact, the formalisation of many of our empirical efforts as training designers.
The " Course design "inspired by educational design"
Debbie Morrison was inspired by a book by Klaus Krippendorfabout design, its philosophical origins and its relationship with language. I really like this concept, which Debbie Morrison calls " race design " : " Course design or conception" . The " race design "is inspired byinstructional design "which can be translated as educational design" . The educational design already has a long life behind it since, if we are to believe this Wikipedia articleThe first attempts date back to the Second World War and officer training.
The " race design "is a concept of training that focuses not on teaching methods, but on learning methods. On how students learn, not on how teachers or trainers teach.
It's not a question of playing with words, but of changing our point of view. And this change of perspective also leads to changes in teaching practices.
The courses are learner-centred, not teacher-centred. And on the best tools and methods for creating the desire to learn online...
Debbie Morrison proposes a " course development process "based on the following elements:
- a plan educational which details how the content will be presented to learners
- from learning materials for students; original content or content purchased elsewhere
- from varied activitieswhich encourage students to reuse and apply new knowledge
- from methods assessment used according to the context and objectives of the course
There are four stages in the course design process, which I describe below:
- l'problem and needs analysis
- the development
- l'implementation
- l'assessment and review
First stage: analysing needs and objectives
I've illustrated these four stages in detail in the mindmap below, drawn with iMindMap 7 (which you can free download from my Biggerplate page as usual).
The first step is to analyse the needs and problems of the target audience. This helps you to set the course objectives. And, above all, to ensure that they meet the identified need.
Next, analyse the target audience :
- what is its background - Is he still a student, or is he a professional looking to improve his skills? There's a big difference!
- what are its motivations ? Improve your skills? Obtain certification?
- what is its level of skills ? Is he a beginner or an expert?
- what is its Internet access ? Broadband or an antiquated telephone connection? Do they learn via a desktop PC, laptop, tablet or smartphone?
Once you know who your audience is, set about defining your teaching approach :
- more of a connectivist?
- constructivist?
- rather instructivist?
Define the learning objectives for each teaching sequence.
Analyse the ways of distributing your content Is it synchronous or asynchronous? Only online or blended learning?
What are the Internet tools that best meet your needs and those of your learners?
Finally, determine your content sources according to your learning objectives.
Second stage: developing your course
Now is the time to develop a learning strategy!
Mix learning content: that which you develop yourself, that which you adapt from previous courses, that which you borrow from other courses, or even that which your students produce.
This is also the time to set up your valuation methods quizzes, peer reviews, forums, etc. Identify the success criteria for each type of method.
Create and describe activities to encourage your learners to use the new concepts and/or skills acquired during your training: practical work, projects, group work, etc.
Also identify criteria and methods for evaluating your course The aim is for participants to be able to help you improve it by providing interesting feedback.
Third stage: implementing your e-learning course
To check that everything is working and that your methodology meets the needs of your audience, launch a pilot course for a small group of learners from your audience.
Carry out a formative evaluation What did the people who took the first test in your training course really learn?
On the basis of this feedbackIf you have any questions, revise your course: adapt some of the content, delete some of the others (don't worry! they may be reused for other modules). And add some things that might be missing...
Carry out formative and summative evaluations with your pilot group. Draw conclusions from these by moving on to step 4:
Fourth stage: evaluation and updating
Gather the feedback you have received from various sources, both qualitative and quantitative.
Analyse this feedback. Also take into account factors external to your course. All it takes is for you to have scheduled the launch of your course at a time when people are taking their holidays to significantly reduce participation rates...
Compare your results with those of comparable educational institutions: analyse their quantitative and qualitative measures. What do the results tell you? Are you average? Above average? Below average?
And if necessary, review your analysis phases (you may have missed something) and/or development (The teaching progression may need to be reviewed: I changed the language method I was using with my students in Maastricht. And I changed to one that better respects the expected progression of my students. Results: less discouragement, more pleasure, more positive results...).
Then start the whole process, bearing in mind that everything can be improved at any time...
As you will have realised, this is not some miraculous method, but the implementation of a structured methodology. It takes hard work and a great deal of humility in the face of the feedback you receive from your learners.
I'll continue to report on my investigations in this area, particularly the contribution of gamification to online courses.
Did you like this article? Subscribe to my newsletter and never miss another article or event!
English (UK) 
Français 
Italiano 
Español 
Português
So what do you think? Tell us all about it!